Second, students learn to trust their own ability through success, and the teacher can help to insure that success. Success can be assured by tailoring the curriculum to the student. The student with severe prior knowledge deficits can usually be rapidly remediated by learning basic thinking skills first: for instance, the basic memorization techniques, note taking, outlining, and free association recall techniques. (These are discussed in detail elsewhere.) Students should be aware of what they learn and feel pride of accomplishment. They should recognize for themselves when they achieve success in learning. They should learn to constantly monitor their own performance and the success of their strategies. Learning occurs in well ordered ways:[2] first, the student gains understanding of what is read or the teacher explains, then memorizes the facts of the subject in order to analysis the information later through comparing and contrasting. Next the student may use the information to create something new, and finally he should use the memorized information to evaluate his own performance. This sequence is known to teachers as Bloom's taxonomy. [3] Students need guidelines for making decisions. Those decisions may involve physical, scientific problems, or they may involve interpersonal problems, social values and moral decisions. Students should learn a systematic workable framework for making decisions. All students should develop the ability to evaluate their thought processes as a learned skill. The mature learner should be able to recall the steps of scientific problem solving, recognize specific personal values and character traits, and remember the tests for sequential steps in moral decision making. Students should then be able to use apply those mature thinking skills to first literary scenarios and then to real life problems. Studies of literature enable the student to extend the analysis to television drama and ultimately to real life and to subsequently imagine a variety of suitable alternative outcomes. Students should learn to recognize and control certain biological feelings. A student should know how the human brain is organized and recognize those times when animal-like impulses jeopardize more mature, rational thought. A student should also be able to recall and use basic information about basic nutrition, rest, and exercise, in order to minimize the danger of thoughtless impulsiveness. Students should develop a sense of belonging to a caring, helpful humanity, and develop their own short and long term goals in achieving peace and joy through helping others in a responsible manner. Students should learn the dynamics of basic childcare and the importance of continuous parental attachment in the first two years of a baby's life. Students should be aware of how "unattached" children are set up for failure and antisocial behavior disorders, by poor bonding with the parent in the first few months and years of life.